The Benefits of Voice-over Internet Protocol (VoIP) in Online Learning. Dr. James Lehmann University of Wisconsin Stout MSED Online Program.

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1 The Benefits of Voice-over Internet Protocol (VoIP) in Online Learning Dr. James Lehmann University of Wisconsin Stout MSED Online Program Abstract Online graduate level courses would benefit from synchronous communication such as voice-over Internet protocol (VoIP). Voice-over Internet protocol is a communication tool which encourages active dialogue. This paper briefly describes the results of a qualitative study which focused on VoIP as a communication method in an online course environment. VoIP promotes active dialogue and increases the perception of learning among adult participants. Andragogy is the study of adult learning. Online courses need to begin applying the principles of andragogy to maximize the learning of adults. By participating in VoIP, adult learners more easily connected their past experiences to course content. This study sought to understand how VoIP increased learning as perceived by online students. Methodology focused on the analysis of phone interviews, journal reflection and field notes. Theoretical constructs in relation to repeated themes revealed a relationship between the uses of VoIP as an instructional tool to an increase of student perception of their own learning. However, collected data suggested other instructional dynamics influenced this finding. Instructor quality was one central component; a second factor was the willingness of the instructor to value active dialogue which created learning over and above the expected learner outcomes of the course. Future research should concentrate on how to quantitatively measure actual learning versus perception, and the characteristics of a quality instructor. Introduction In the last 5 years, online courses and programs have become more important to adult learners as they try to extend their formal education or improve their general knowledge. Bocchi, Eastman, and Swiff (2004) estimated that enrollments in online courses have increased 33% each year since Universities are offering a broad spectrum of online degree programs aimed at adult learners. Since many adults are working professionals and are also attempting to balance home, school, and personal issues, online coursework is becoming increasingly popular. Gibbons and Wentworth (2001) said online education serves many nontraditional learners, including adults. According to Palloff and Pratt (2001), these nontraditional learners are more serious about learning and enter the online classroom more motivated to learn, with more self-direction. Therefore, instruction needs to relate to principles of andragogy (adult learning) to better promote active learning (Knowles, 1980). Knowles, 1

2 Holton, and Swanson (1980) defined andragogy as a set of core adult learning principals that apply to all adult learning situations (p. 2). With this more self-directed nontraditional learner the course must be keenly integrated into one smoothly and operationally functional delivery tool (Knowles, 1980, Introduction section, 5) thereby leading to greater focus upon andragogy. Courses designed to be more interactive and to promote dialogue, as evident in voice-over Internet protocol (VoIP), might allow adults to relate more of their personal experiences to course learning. The inclusion of these experiences connected to their learning correlates to Vygotsky s (1978) ideas of social learning. Voice-over Internet protocol could meet the social aspect of learning Vygotsky (1978) promoted and would fit the needs of a constructivist classroom (Dewey, 1933) which requires dialogue to be evident in order for learning to evident. Vygotsky saw a need for learners to first reflect upon knowledge, but in order to extend knowledge those same learners to need the opportunity to dialogue. Dialogue in a constructivist classroom encourages learners to offer suggestions and new ideas, promotes thinking between their peers and leads to a more in-depth understanding of content. Questioning Strategies for VoIP Needed Additionally, students who experience a high degree of learning in VoIP might have instructors who possess superior questioning skills. Jones (1992) concluded student critical thinking involves continuous dialogue, brought about by questions. Students do not naturally think at a high level of critical thinking (Elder & Paul, 1998) for it is more natural to respond at a lower level of thinking. To encourage maximum learning from students, instructors need to be aware of this natural tendency and provide questioning that guides learners into critical thought. VoIP sessions can be successful and can promote a high degree of thinking among students. Instructors need to prepare for each VoIP session by creating a scaffolding of questions or protocol. Dantonio (1990) concluded good questions include elements such as (a) easily recognizable words, (b) clearly stated intentions of the question, and (c) a clear focus of thought that conveys to the student the content involved. Brualdi (2004) noted the manner in which the question is asked would determine how effective the question is. The success of student learning when VoIP is an element of course communication might rest upon the questioning skills instructors have. How effective their questioning protocol is might be the determining factor in how successful the VoIP experience is. By using a questioning strategy the instructor maintains the intent of pushing the conversation forward (Collison, Elbaum, Haavind, & Tinker, 2000, p.129) rather then taking the role of being direct instructor. 2

3 VoIP can Lead to Synthesizing of Course Material Voice-over is essentially dialogue as students and the instructor communicate synchronously by text, voice, or a combination thereof. Dialogue takes on a new dimension of discussion, professor to student, student to student and student to professor. Rogers, Graham, Rasmussen, Campbell, and Ure (2003) found the need for shared dialogue among graduate school seminars and courses. Faculty lecturing to students is one-dimensional dialogue and is not adequate. In an online course, faculty that employ VoIP advance from being one dimensional to a more open or shared dialogue. One conversational partner said: I think that it makes the student who participates in VoIP really take a step back and look at the topic and um Synthesize what they have read in the different readings and make some connections there and be able to share that with your classmates in the VoIP. This is an excellent example of synchronous dialogue and how VoIP encouraged the student to think at a deeper level, synthesize some aspect of course content. Poole, Axmann, Calongue, and Cox (2003) confirmed these conclusions these discussion findings in more recent research. Synchronous communication promotes critical thinking through reflection, and spontaneity, both of which can be evident in synchronous dialogue. VoIP and Prior Learning Research also concluded VoIP allowed for conversations to connect as content presented in one week began to tie to those of later weeks. One student conveyed: I did really enjoy the voice-over too just because they tied in from one week to the next. So you can take what you learned from the one week and see how it tied into the next to better prepare you for this conversation. This connection of prior course content to new learned material has to be stressed as having great value. Wade and Fauske (2004) supported this finding, as clarification and application of past meaning and application constructs new meaning which is an essential component dialogue provides. VoIP and Learning Detours VoIP is synchronous, and because of this unique aspect, which lends itself to the online environment, learning can take students in new directions beyond the immediate subject under discussion. One conversational partner stated VoIP allows a conversation to just take off; it detours. In one of our VoIP discussions, a student who lives up in Alaska came up with a topic that would not have come up if we were just back and forth in the forum. 3

4 Like it really and truly came up in Voice-over those types of things did not happen much in the discussion forum. VoIP can take diverse detours, as evident by the above response. These dialogue detours encourage risk taking and learning. This is more along the lines of discovery learning, an idea mentioned by Wade and Fauske (2004). The detour created dialogue, which in itself turned into learning by discovery. Dialogue that spurns detours, such as described above, is added knowledge over and above what would normally be provided for in the course. Learning is broadened and more learner-centered, as what is meaningful for that group of VoIP participants and at that particular time is content shared by all. But VoIP can also extend course content. In a threaded discussion where questions related to course content are asked of students, the majority of the responses are limited to the boundaries of the question. But in VoIP, the synchronous nature of learning allows conversation to flow more easily, again simulating real dialogue as found in a traditional face-to-face class discussion. One conversational partner stated: There again it gets back to being able to discuss in VoIP topics found within the readings that you might not have in the threaded discussion. You thought about it, you read about it, but maybe the topic in the threaded discussion didn t make itself open, but through VoIP where he (instructor)gives us topics which we are going to actually talk about, and some of those being related to the readings per se, we think about the readings and make the connections. VoIP and Collaborative Learning Harasim (1990) saw future value in online courses for they were extremely beneficial in promoting collaborative learning and group interaction. One student stated in regards to collaborative groups: I have never had a VoIP in my previous classes, but the fact that we can sit down together and take risks outside of the normal classroom through VoIP s doing them within collaborative groups. Some examples of risk-taking might be when one student provides an alternative point of view or re-directs the collaborative project in a very creative manner. This in turn spurns another member of the group to add-on to the re-directed project and to improve upon the original idea. This synergy found within the interaction helps the group to define their focus. Lobel, Neubauer, and Swedburg (2002) would relate this to the realization that the self-worth of total group knowledge is far superior to that of any one member of the group. The synergy and collaborative element VoIP can provide allows for debate, peer review and support, motivation, sources of feedback and reflection upon existing beliefs (Vonderwell, 2003). 4

5 Concluding Remarks Online education is still developing best practices concerning instructional strategies and course elements (Vick, 2002). Course structure and strategies in many online programs or classes are based upon early course design developed in the mid 1990 s. Online educators need to pull away from solely relying upon course design that provides students a one dimensional perspective from which to learn. Online instructors cannot allow themselves to become complacent regarding best practices and instruction. Online instructors should not pretend to teach just because that is the way online earning has always been done. References Bocchi, J., Eastman, J., & Owens-Swiff, C. (2004). Retaining the online learner: A profile of students in an online MBA program and implications for teaching them. Journal of Education for Business. 79(4), Brualdi, A. (1998). Classroom questions. Clearinghouse on Assessment and Evaluation. Washington DC. (ERIC Document Reproduction Service No. ED422407) Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning. Madison, WI: Atwood Publishing. Dantonio, M. (1990). How can we create thinkers? Questioning strategies that work for teachers. Bloomington, IN: National Education Service. Dewey, J., (1933). Experience and education. New York City: Macmillan. Elder, L., & Paul, R. (1998). The role of Socratic questioning in thinking, teaching, and writing. The Clearing House, 71(1), Gibbons, H., & Wentworth, G. (2001). Andrological and pedagogical training differences for online instructors [Electronic version]. Online Journal of Distance Learning 3(3). Retrieved June 18, 2004, from Harasim, L. (1990). Online education: an environment for collaboration and intellectual amplification. New York: Praeger Press. Jones, J. (1992). Teaching clientele what or how to think. Journal of Extension, 30(1) Knowles, M. (1980). The modern practice of adult education: Andragogy versus Pedagogy. New York: Association Press. Knowles, M., Holton, E., & Swanson, R. (1990). The adult learner. Wolburn, MA: Butterworth-Heinemann. 5

6 Lindeman, E. (1926). The meaning of adult education. New York: New Republic. Lobel, M., Neubauer, M., & Swedburg, R. (2002). Elements of group interaction in a real-time synchronous on-line learning-by-doing classroom without face-to-face participation {Electronic Version}. United States Distance Learning Association Journal. Retrieved August 5, 2005, from Paloff, R., & Pratt, K. (2001). Lessons from the cyberspace classroom. San Francisco, CA: Jossey-Bass. Poole, J., Axmann, M., Calongne, C., & Cox, D. (2003). To chat or chatter: Making online sense of the chat room environment {Electronic version]. Paper presented at 2003 TCC conference, University of Hawaii. Information Available online at: Rogers, C., Graham, C., Rasmussen, R., Campbell, O., & Ure, D. (2003). Blending faceto-face and distance learners in a synchronous class Instructor and learner experiences. The Quarterly Review of Distance Education. 4(3). pp Vick, R. (2002). Measuring performance and evaluating progress in a web-based synchronous interactive learning environment [Electronic version]. University of Hawai I at Manoa. Available in PDF form from: 35%202002%20Paper.pdf Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspective of students in an online course: a case study. The Internet and Higher Education.1 (6) Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman. (Papers Eds.), Cambridge, MA: Harvard University Press. Wade, S., & Fauske, J. (2004). Dialogue on-line: Prospective teachers discourse strategies in computer-mediated discussions. Reading Research Quarterly, 39(2),